This is the first major writing assignment students are asked to complete in American Studies, which is a junior-year elective course which combines the study of American Literature with the study of American History. It is also a CT course, and the goal of this assignment is to provide students with the chance to practice particular CT skills within the context of an investigation of a classic text.

Length: 3-5 pages typed, double-spaced, polished, proofread, and documented with evidence from The Scarlet Letter.

Format: a thesis paper with a title, introduction, clearly stated argument, proof, and concluding paragraph. Page numbers of quotations should be in parentheses in the text.

Goal: To analyze a significant character in The Scarlet Letter (Hester, Dimmesdale, Chillingworth, or Pearl) using the following critical thinking strategies: formulating questions, framing a hypothesis, collecting data, drawing inferences, reaching conclusions.

Some Preliminary Thoughts:

In life, and in good fiction, things happen largely because individuals have unique personalities and characters, and, given their natures, because they respond in a particular way (sometimes predictably, sometimes unpredictably) to other personalities. For most readers, a sense of pleasurable anticipation is created by the writer allowing us to watch him/her sketch out, color in, and finally complete a series of portraits, ultimately revealing a coherent and credible picture of men and women in "action." In this sense, as one critic has noted, "plot and character are inseparable. Plot is not simply a series of happenings, but happenings that come out of character, that reveal character, and that influence character." Or as the Greeks believed: "character is fate."

(1) what the character SAYS about his/her situation or beliefs
(2) what the character DOES about his/her situation or beliefs
(3) what other characters SAY about the character or to the character
(4) what other characters DO about or to the character
(5) what (if available) the character THINKS

Stage Two: Look for patterns of INCONSISTENCY, and to pose the QUESTIONS that logically follow. If, for example, you note that the character's actions are inconsistent with his beliefs, you might then want to ask: (1) in what situation is this inconsistency displayed? (2) is the character aware of the inconsistency? (3) are other characters aware? (3) is the character motivated by fear, anger, self-protection, protection of others, desperation, etc.? (4) does the inconsistency create any significant consequences?

Stage Three: Formulate of a HYPOTHESIS to account for the pattern or patterns you have observed. (Example: Hester says she has learned her lesson and is daily reminded of her sin, but she decorates the "A" elaborately and dresses Pearl in bright, embroidered clothing that catches the attention of everyone. HYPOTHESIS: Hester is not really sorry for her sin; she is prideful and defiant.

Stage Four: Collect data. What evidence can you find in the text that would help you to "test" your hypothesis? Look at language and style (diction, imagery, metaphor, tone) as well as event and situation.

When your hypothesis is thoroughly tested, you are ready to begin formulating a thesis. This will be a combination of your tested hypothesis and your conclusions about its SIGNIFICANCE. (Example: "Hester's secret defiance of the puritan code is more effective at undermining the system than an open rebellion would be. Silently, she makes the community lose confidence in its most basic laws and beliefs.")
The most important thing to keep in mind about your thesis is that it is the END of a process of investigation, even though it is stated at the BEGINNING of your essay. The essay itself is an explanation of the PROCESS you went through to ARRIVE at the CONCLUSION stated in your thesis.